{"id":162427,"date":"2022-04-01T06:00:00","date_gmt":"2022-04-01T11:00:00","guid":{"rendered":"https:\/\/www.ict-pulse.com\/?p=162427"},"modified":"2022-04-01T06:40:46","modified_gmt":"2022-04-01T11:40:46","slug":"3-anticipated-challenges-with-jamaicas-coding-in-schools-programme","status":"publish","type":"post","link":"https:\/\/ict-pulse.com\/2022\/04\/3-anticipated-challenges-with-jamaicas-coding-in-schools-programme\/","title":{"rendered":"3 anticipated challenges with Jamaica\u2019s coding in schools programme"},"content":{"rendered":"\n

Jamaica is implementing a National Coding in Schools Programme that will train 400,000 students in coding, and 15,000 teachers to deliver the programme. Although it is early days, three likely challenges are discussed.<\/em><\/p>\n\n\n\n

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Over the past several years and in this increasingly technologically-driven world, Caribbean policymakers have been extolling the importance of software development, and more specifically, coding in schools. Across the region, and to varying degrees, countries would have had many short-term initiatives that benefitted handful of students, but often without any sustained planning or strategy.<\/p>\n\n\n\n

In March 2022<\/a>, Jamaica launched a programme that will eventually train 400,000 students in coding. The National Coding in Schools Programme has been in making for several months, having started with a pilot of 2,000 students. The expanded programme will be offered to students from grades 1 to 13 in public schools across Jamaica, and also seeks to training around 15,000 teachers.<\/p>\n\n\n\n

In the training sessions that are expected to run between two and three hours per week, and over a two- or three-month period, it appears that a key focus of the programme will be pn developing basic non-coding skills that are essential in coding well:<\/p>\n\n\n\n

\u201cThrough the Coding in Schools Programme, (students) will acquire basic numeracy, language, and problem-solving skills, which are the prerequisites for coding. Too many of our students are leaving school without these basic functional skills,\u201d Mr. Holness said during the virtual event.”<\/em><\/p>(Source:  Jamaica Information Service<\/a>)<\/cite><\/blockquote>\n\n\n\n

There also seems to be plans to incorporate classes in coding computer applications into the regular school curriculum (Source: Jamaica Information Service<\/a>). However, the time frame in which that will be realised is not yet clear.<\/p>\n\n\n\n

At the time of writing, more comprehensive details of the programme is not publicly available; so it is not yet possible to make a proper assessment. However, below are some initial thoughts on based on what is known so far.<\/p>\n\n\n\n

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1.  What will the programme really achieve?<\/h2>\n\n\n\n

With the Programme supposedly targeting students from grades 1 to 13, and with a maximum of a three-session over eight to 12 weeks, it is unclear in practical terms, what the programme aims to achieve, and more importantly, the skills students should have developed within that period. It is expected that different courses would be needed for different grades or age groups, commensurate with their skills and developmental level; but it also means that the anticipated output or the skills that will be acquired will also differ.<\/p>\n\n\n\n

Further, and although there are plans to have coding classes as part of the regular curriculum, again, it is not clear \u2013 beyond giving students a short primer \u2013 how such a short-term programme will enhance that plan. Ultimately, the National Coding in School Programme may end up like many summer school programmes, which might be exciting activities at the time, but are soon forgotten once they are over.<\/p>\n\n\n\n

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2.  Basic skills remediation<\/h2>\n\n\n\n

It was interesting to note that a key objective for the Programme would be to help students acquire basic numeracy, language, and problem-solving skills. Without a doubt, these skills are essential for coding, and so need to be developed. However, they are also essential life skills, which it would be expected that students \u2013 regardless of whether or not they are learning to code \u2013 ought to be learning, through Mathematics, English Language and English Literature, in the first instance.<\/p>\n\n\n\n

It was thus a bit surprising and disappointing to have the Prime Minister quoted as saying \u201cToo many of our students are leaving school without these basic functional skills<\/em>,\u201d which it appears will now be addressed, in order to prepare students to code, but not on the merit that they are life skills that so many school-leavers do not possess. It also suggests that students who, for whatever reason, do not get the opportunity to participate in (all phases of) the Programme will not get the remediation support they need to fully acquire those basic skills.<\/p>\n\n\n\n

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3.  Developing and keeping a proficient teaching cohort<\/h2>\n\n\n\n

Finally, and in order to successfully execute the National Coding in Schools Programme, and as was previously mentioned, 15,000 teachers will need to be trained to deliver the programme. However, it must be highlighted that Jamaica, like many Caribbean countries have struggled with having adequate Mathematics and Science (Chemistry, Physics, Geography, Biology) teachers generally, and more importantly, having good teachers in those fields. There is thus a concern that the Programme may also be challenged in identifying (and keeping) good coding teachers.<\/p>\n\n\n\n

The absence of proficient Mathematics teachers, for example, has been held as one of the reasons why students across the region perform poorly in Mathematics. Coding could suffer a similar fate: as the calibre of teachers that are secured and trained, would have a direct impact on how effective the Programme is, and ultimately, whether Jamaica will truly be able to move the needle on its coding competency.<\/p>\n\n\n\n

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Image credit: Argonne National Laboratory<\/a> (flickr)<\/em><\/p>\n\n\n\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

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